Our aims are to offer all pupils unique and particular opportunities to:
- Learn about the world through the medium of Drama.
- Develop personal and social skills.
- Build their knowledge of Theatre as an Art Form.
- Learn to use Drama techniques as a tool for learning and performing.
- Contribute to the learning and development of their peers through peer-assessment activities and enhance part of their own learning using self-evaluative techniques.
Central to work in Drama/Performing Arts is the development of skills and confidence in co-operative group work, which are transferable both to other curricular areas and to life outside school.
Drama/Performing Arts lessons at all levels include opportunities for:
- Sharing of learning objectives.
- Development of thinking skills.
- Focused activities.
- Work in role by pupils and teachers.
- Out of role discussion and evaluation.
The subject is currently delivered by four members of staff.
Mr A. Beattie (subject leader)
Mrs L. Beattie
Mrs MR Black
Mrs L. McKeeman
Miss O. O’Neill
The department consists of one purpose built carpeted lecture theatre incorporating a small scale lighting rig. The Lecture Theatre is used for lessons and for small scale performances. We have recently installed a small PA system and there is tiered seating for approximately 100 people. In addition, room 138 is used for delivery of the subject and is equipped with apple TV which can be used as a tool for evaluating recorded performances etc. While the school assembly hall is not timetabled for drama/performing arts lessons, it is used as a performance space and is equipped with a 32 channel sound desk and a full lighting rig with follow spot.
Why Study Drama/Performing Arts?
Performing Arts offers students the chance to explore performance disciplines including Drama together with design and technical matters including lighting, marketing and management. It promotes student choice, allows for different creative approaches and develops independent learning skills.
The pupils take an active part in planning and creating performances. By working as part of a team they will learn how performances are put together from the initial ideas, through planning and rehearsals to the final performance in front of an audience.
Key Stage 3
Pupils in Years 8, 9 and 10 are timetabled for one period of Drama each week. During this time they are given the opportunity to explore and use language and movement as a means of expression and communication. The staff place enormous focus on providing the pupils with opportunities to develop their self-confidence and encourage creativity in all aspects of school life. The curriculum aims to equip the pupils with the transferable and invaluable skills needed in order to empower them for life, and the course at Key Stage 3 provides an excellent foundation for GCSE Performing Arts.
Performing Arts GCSE course Structure and Assessment.
We follow thethe AQA Applied GCSE in Performing Arts (Single Award) specification, taught across 5 periods per week (usually as two double periods and a single period) over Years 11 and 12.
There are two units:
Unit 1: Portfolio Evidence
Pupils provide evidence of their participation in a range of practical activities to develop their ability in and response to the performing arts.
This part of the course assesses Skills Development, Knowledge and Understanding.
It is internally assessed and worth 60% of the full GCSE.
Unit 2: Showcase Performance
Pupils devise, rehearse and perform a piece in response to a brief set by AQA in November of Year 12.
It is externally assessed and worth 40% of the full GCSE.
Due to the nature of the subject, rehearsals may need to take place at lunch time, after school and at weekends. Theatre visits are also essential. Students may also need to be available for evening performances.
Criteria for Entry: Grade B or above in GCSE Performing Arts or a related discipline e.g. Music.
GCE Performing Arts has two levels: AS and A2.
Students develop their skills and apply them to practical contexts. They must produce a portfolio of evidence, including research, a skills audit, a risk assessment and a record and evaluation of their work.
This unit is internally assessed and externally moderated
Consists of planning and realising a performing arts event. Students produce a supporting document to record their work as they plan, develop and realise their performing arts event.
This unit is externally assessed. A Supporting document in three sections is produced under controlled conditions and the live performance and/or presentation is assessed by a visiting examiner
Students learn about planning for employment in the performing arts industry. They produce a promotional portfolio and take part in an interview. Performance students have an audition and production students give a presentation.
This unit is internally assessed and externally moderated.
Students form a production company to research, plan, promote and realise a performing arts event in response to a commission brief. They produce a record of work, which includes a research report, promotional materials and evidence of tasks completed.